Journal of Pedagogical Sociology and Psychology
The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers
Eshetu Wordofe Dereje 1 *
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1 Department of Mathematics Education, Addis Ababa University, Ethiopia
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 4, pp. 12-27
https://doi.org/10.33902/jpsp.202321592

Article Type: Research Article

Published Online: 18 Nov 2023

Views: 740 | Downloads: 515

ABSTRACT
This study was intended to investigate the effect of a technology-integrated guided inquiry-based learning and guided inquiry approach on preservice mathematics teachers' plane geometry conceptual and procedural knowledge. For this purpose, a pretest-posttest quasi-experimental design group was employed. A total of 116 PSMTs participated in three intact groups: EG1 (n = 48) treated with TGIBL, EG2 (n = 38) with GIBL and CG (n = 30) in traditional approach. The data were collected using a two-tiered geometry test and a geometry procedural knowledge test, with reliability KR20 =.87 and ICC =.879, respectively. A one-way MANOVA and paired t-test were used to analyze the data. Findings indicated a statistically significant difference between the groups, and PSMTs taught with technology-integrated guided inquiry significantly achieved more geometry conceptual and procedural knowledge than other groups. Therefore, it is important that teacher educators consider a technology-integrated guided inquiry approach to improve PSMTs’ conceptual and procedural knowledge of geometry at the college of teacher education.
KEYWORDS
conceptual knowledge procedural knowledge guided inquiry technology geometry
In-text citation: (Dereje, 2023)
Reference: Dereje, E. W. (2023). The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology, 5(4), 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (1), (2), (3), etc.
Reference: Dereje EW. The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology. 2023;5(4), 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (1), (2), (3), etc.
Reference: Dereje EW. The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology. 2023;5(4):12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (Dereje, 2023)
Reference: Dereje, Eshetu Wordofe. "The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers". Journal of Pedagogical Sociology and Psychology 2023 5 no. 4 (2023): 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (Dereje, 2023)
Reference: Dereje, E. W. (2023). The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers. Journal of Pedagogical Sociology and Psychology, 5(4), pp. 12-27. https://doi.org/10.33902/jpsp.202321592
In-text citation: (Dereje, 2023)
Reference: Dereje, Eshetu Wordofe "The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 4, 2023, pp. 12-27. https://doi.org/10.33902/jpsp.202321592
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